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EFFECTIVE TEACHING STRATEGIES

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Workshop Paper, 7th September, 2017

EFFECTIVE TEACHING STRATEGIES

Geoffrey Aondolumun AYUA

ayuageoffrey@gmail.com
Science Education Unit
Department of Curriculum and Teaching
Benue State University, Makurdi.

A PAPER DELIVERED ON THE OCCASION OF

ORIENTATION AND REFRESHER WORKSHOP
FOR TEACHERS OF VERTEX NURSERY
AND PRIMARY SCHOOL, MAKURDI,
BENUE STATE, NIGERIA

7th SEPTEMBER 2017

INTRODUCTION
Teaching as a profession is formally the job of talented and trained people in the field of
education who are saddled with all pedagogical principles and practices and mandate to ensure
the all-round development of the learners at all levels of education. Teaching is a complex
process; its' basic elements include: objectives, content, methodology, assessment (marking &
reporting), the personality of the teacher and the quality of the learner.
The health and wealth of any nation are anchored on its education; and thus the success of any
education however, depends largely on the quality of teachers (Ayua, 2012a). The teacher is seen
as an agent of innovation and the fulcrum on which the success or failure of any education
rotates. Nwagwu (as cited in Ayua, 2009) submitted that the teacher is the most indispensable
factor in the school system; and without the effective teacher, even if all other things are
provided, it would be very hard if not impossible, to reach the desired aims and objectives of the
school. This is because no education can rise above the quality of its teachers (Akinwumi, 2007).
The teacher’s real effectiveness involves knowledge of what to teach, how to teach it, when
it should be taught, whom is to be taught, why it is taught and even where to teach.
It is heart aching that quite often those who found themselves in the class whether trained or
untrained crop of teachers merely feel that all that is necessary in teaching is knowledge of the
subject matter. But as we shall see from the sequel, teaching is more than just knowledge of the
subject matter. It is more than standing in front of a class to recite some notes, discuss some
ideas, demonstrate some principles, perform some experiments or transmit some information to
pupils.
Teaching is far more than doing. It is always concerned with human beings and the development
of their minds and potentials. People differ in intelligence, aptitude, attitude, interest, motivation,
needs, and temperaments, among others. Thus, what may interest Torkwase may not interest
Ochanya. What may challenge Mnena may not challenge Nnena etc. One man's meat is another
man's poison. This is the background of the complex nature of teaching. Therefore, the
recognition and appreciation of this fact of individual differences is the first step in teaching
effectiveness.
Besides, it is fallacious to think of teaching as something involving two discrete activities -
content and method. Good and effective teaching is a fusion of both and even more in the stream
of academic/pedagogical principles & practices on the round table of understanding, knowledge,

G. A. AYUA, Page 1
Workshop Paper, 7th September, 2017

memory and wisdom.

However, in our classes or schools today there is a hierarchy of activities that go on and which
are referred to as teaching.
Thus:
• Cheating
• Telling
• Informing
• Instructing
• Inspiring
From which we have non-teachers, poor teachers, mediocre teachers, good teachers and excellent
teachers respectively (Ukeje, 2002)
It is against this background that the paper seeks to reach the following
objectives:
1. State what teaching means
2. Discuss planning for teaching
3. Highlight strategies for effective teaching
4. Outline things to avoid while teaching.

WHAT IS TEACHING?
Teaching refers to all the processes and activities designed to impart knowledge, skills and
understanding at all levels of education from. Broadly and simply put, it is causing people to learn.
So, in the school condition if the student has not learnt then the teacher has not taught. So,
teaching is the standard of formal teacher - student interaction in which learning is the main
product. Essentially a teacher guides the activities of the students in order to produce learning. The
guidance may be direct or indirect, structured or unstructured. Learning on the other hand, is the
process by which behaviour changes as a result of experience. So the test of learning is
behavioural changes or modifications that occur. But it must be noted that not all experiences are
educative, as behavioural changes may be positive or negative. In any case the goal of teaching is
to ensure learning, and if learning has not occurred, then the goal is not reached. The
Dictionary of Education defines teaching as "Transferring or conveying knowledge, attitudes and
skills" (Shukla, 2007). Soga (2000) sees it as “a planned appointment between the teacher and the
learner over a given subject matter in order to bring about learning using appropriate methods and
materials in a moderately conducive venue”.
From the above, we summarise that teaching at all levels of the education is a systematic
presentation of facts, ideas, skills, attitudes, and techniques to learners. In the words of Raths
(1971), "a teaching act is a rational deed performed in accordance with some professional
principles". This suggests that for an activity to be qualified as teaching, it has to be performed in
accordance with some professional principles. It is a process of transmitting knowledge, attitudes,
and skills, through showing how, informing, explaining, directing, clarifying ... evaluating. In
short, teaching is a systematic, rational and organized process of transmitting knowledge, attitude,
and skills, in accordance with professional principle. Teaching is not only an art but also a science.
For every effective teaching there must be adequate planning.

PLANNING FOR TEACHING

The first step in effective teaching is effective planning. In planning any reasonable course of
instructing, there are many questions that come to mind, but the four basic ones we must not forget
are:
1. What are the educational goals to be reached? (I.e. objectives - Why am I to teach?)
2. What educational experiences are to be provided in order to attain the objectives (i.e.
content - what am I to teach?)

G. A. AYUA, Page 2
Workshop Paper, 7th September, 2017

3. How can these educational objectives be organized? (I.e. method - How do I teach?)
4. How could these objectives be determined whether they are reached? (I.e. evaluation-
How, can I know or prove that these objective are attained?).
The above raised questions point out the interrelatedness of the 4 basic elements of the
curriculum. Thus: contents, objectives, method and evaluation

LESSON PLAN
Lesson plan is an organized amount of subject matter and learning experiences that the teacher
communicates to learners with details on how instruction takes place within lesson period
(National Teachers Institute (NTI), 2000).
Five separate works (NTI, 2000; Oyetunde & Piwuna, 2002; Ada, 2006; Gyuse & Nande, 2006
and Adzemba, 2008) agree that a lesson plan possess components as below:
Name of School: Vertex Nursery and Primary School, Makurdi.
Name of Teacher: Geoffrey Aondolumun AYUA
Class/Number in Class: Primary 6/25 (15 Boys, 10 Girls) AGE/SEX/ABILITY:
11+/mixed/Average
Subject: Basic Science
TOPIC: Magnetic and Non - magnetic materials
Day/Date: Thursday/7th September 2017
Time/Duration: 8:15 am - 8:50 am/35 minutes.
Behavioural Objectives: By the end of the lesson, the pupils should be able to:
a. a) Define magnetic and non - magnetic materials
b. b) Identify and list magnetic and non - magnetic materials,
Teaching Aids: Coins, office pins, paper clips, magnets, rubber bands, glass, mirror, bunch of
keys, iron rod, buttons, pieces of zinc, pieces of aluminium, bolts, nuts, chalk, pens, pencils,
pebbles, razor blades, nails, cassettes, candles, key holders, bottle tops.
Previous Knowledge: Pupils have learnt about magnet and can define it, name its poles.
Besides, most of the pupils are familiar with the teaching aids listed above.
Introduction: Teacher asks pupils questions about their previous knowledge/experiences
assumed, like:
(1) What is a magnet?
• Expected answer: piece of iron that can attract other metals
(2) How many poles have a magnet and what are they?
• Expected answer: Two poles {North (N) &Sought (S)}
(3) What objects (Teaching aids) are these? Lifting them one after another.
• Expected answer: As listed in teaching aids above

Presentation/Development:
Step (1): Definition of terms:
1. Magnetic materials - are materials that can be attracted by magnet; they are materials
made of iron, nickel, steel, and cobalt among others.
2. Non-magnetic materials - are those that cannot be attracted by a magnet; they are made of
brass, silver, wood, plastic, and rubber.
 Question: can a material be magnetic and non - magnetic?
 Expected answer: No.
Step (2): Children activity (I): Teacher gives them materials like: nuts, bolts, iron buttons, paper
clips, iron rod, office pins, razor blades, nails, coins, bunch of keys ... and magnet to test them.
 Question: The materials you have tested can be classified as...........
• Expected answer: Magnetic materials
Step (3): Children activity (II): teacher provides them with materials like: plastic buttons, chalk,

G. A. AYUA, Page 3
Workshop Paper, 7th September, 2017

biro pens, pencils, pebbles, candles, rubber bands, glass, pieces of mirror, etc. to be tested using a
bar of magnet.
 Question: Materials you have just tested are best called?
• Expected answer: non - magnetic materials.
Final Evaluation: Teacher asks pupils questions about the lesson in order to assess how
successful or not the lesson was. Thus:
1. What are magnetic materials?
2. Give 5 examples of magnetic materials
3. What are non - magnetic materials?
4. List 5 examples of non - magnetic materials.

Summary/Conclusion: With reference to final evaluation, teacher strengthens the weakness in

pupils’ responses if any; draws their attention to main paints; gives them summary notes;
encourages them to read them up. Not only that but also gives them guided questions that will
"force" them read text books for more points as well as developing their reading skills/habit.
Assignment: When you go home, find out the properties of magnet that make it so unique an
iron that attracts certain materials to it.

IMPORTANCE OF LESSON PLAN

Preparing for lessons by writing notes of lesson or lesson note is significant to the teacher and the
learners in the following ways.
It is a Guide to Lesson Preparation: makes the teacher to become more familiar with the
materials to be taught. While preparing for your lesson, you are opportune to take a number of
vital decisions. These decisions include: the most appropriate teaching aids to use; the most
suitable teaching materials is to be presented. Thus, a lesson note serves as a guide to lesson
preparation.
It Is A Guide To Effective Teaching: Teaching is deemed effective only when it results in the
realization of the set objectives. In order to do this therefore, the set objectives should always be
your focus while teaching. Fortunately, the lesson note is written based on some set objectives
and learning materials which are most relevant to these objectives are selected. The use of such a
lesson note serves as a guide for you to progress towards the attainment of the lesson objectives.
It is like the land map or compass, which guides a traveller to his destination without loss of time,
or bearing or direction.
It Saves Time: Since lesson notes guide the teacher to the relevant points of the lesson, he is
saved from beating about the bush. In this way, precious time is saved. It is common to see a
teacher who did not plan for his lesson. Such a teacher is unorganized and uncertain in his
delivery. At times, he exhausts the time for the lesson when he is halfway into his teaching
period. He may keep on wasting time on irrelevant examples and illustrations, and at times
digressing. But when you plan for your lesson by writing notes of lesson, all these problems will
be minimized.
It Saves Energy: If the lesson note contains only the relevant points of the lesson, it saves the
teacher the possibility of digression. It also helps him to conserve some energy. In fact, if you fail
to prepare for your lesson, you may run the risk of talking too much on irrelevant things and at
the end you develop headache. But when you are armed with a lesson note, you talk to the point
and come out strong.
It Serves as a Reminder: It is human to forget. But with the lesson note on hand, you can easily
look up for the information you could have forgotten. This is often easy to do because the lesson
note is skeletal or sketchy with the main points or procedures such that they can be seen at a
glance. However, you must not form the habit of always looking into your lesson note.
Otherwise, the pupils may develop bad impression about you.

G. A. AYUA, Page 4
Workshop Paper, 7th September, 2017

It Enhances Logical Presentation: Learning proceeds in a systematic way. Pupils learn more
successfully when led from the known to the unknown or simple to the complex. A well-written
lesson note is logical and systematic. Thus, the materials to be taught are presented step-by-step
to ensure continuity in pupils' learning. That is to create a situation in which what a child learns
in one step forms the basis of what he will learn in a subsequent step. In the same manner, what
he learns in a future step is made possible and clearer by what he had earlier learned. Lesson note
therefore enhances the logical and systematic presentation of materials to be taught.

TEACHING STRATEGIES
The important issue in teaching is the identification of particular behaviour that helps effective
teaching and learning to occur. These positive behaviours that aid effective learning are referred
to as teaching strategies. A teaching strategy is therefore an educational technique, method or
plan of classroom actions or interactions intended to accomplish specific teaching/learning goals.
Though, they are many, we shall focus on:
• Set induction
• Establishing appropriate frame of reference or use of examples
• Planned repetition
• Stimulus variation
• Using questions effectively
• Closure (summarizing)
Set Induction
Set induction is a strategy for opening up the hall of knowledge to the students in an atmosphere
of positive mental set for an involuntary attention to the lesson. Without proper set the students
may not be energized, the lessons would be dull and uninteresting and the students could be
bored and fatigued. Set induction is a pre-planned action by the teacher to arouse the interest of
the students, create atmosphere of curiosity and motivation, and energize, direct and sustain
students' attention throughout the lesson.
Set induction could be achieved through so many devices, e.g. Short story, dramatization,
creative questions, brainstorming, deviant behaviour, etc.
Use of Examples or Establishing Appropriate Frames
Clear understanding is often difficult in the absence of appropriate frames of reference. Examples
should, of course, be appropriate and relevant to the subject matter, age, the culture, and
experience of the students.
Verbal examples may be in the form of analogy or metaphor (the human eye and the camera lens;
the heart and the engine are all analogies). My mother is an angel; the laboratory is a mad house;
his wife is a Satan, are all metaphors.
Concrete examples are, of course, better than verbal ones because of the imagery. All mechanical
representation of reality, all stimulations are good teaching examples.

Planned Repetition
Repetition is a sound strategy in teaching. But it has to be planned to be useful. Planned
repetitions enable the student/learner to over learn-that is, learning beyond the threshold of
forgetting.
• Simple Repetition - Repeating words, concepts, formulae, etc., immediately after it is
mentioned.
• Special Repetition - Repetition of key words, either or concepts at certain stages in the course
of the lesson to stress its importance.
• Cumulative Repetition - Repetition of major points so far made in the course of the lesson
before continuing with the rest.

G. A. AYUA, Page 5
Workshop Paper, 7th September, 2017

• Massed Repetition - Repetition of all the major points, made in the lesson. This is often called
summary.
Stimulus Variation
It is said that variety is the spice of life but monotony kills interest. Good and effective teaching
involves varying learning experiences and teaching strategies during the lesson. This helps to
sustain interest. Always sitting down in a class to read out lesson notes is no teaching. In
teaching it is often desirable to appeal to all the five senses whenever possible. Stimulus
variation is achieved through movements. Gestures, pattern of interacting pacing around, voice
modulation, maintaining an uneven speed in the lesson, silence, professional charisma, etc.

Effective Use of Questions

Ability to use provocative, answerable and appropriate questions is a very important skill in all
teaching. Proficiency in preparing factual, conceptual, thought provoking, discussion stimulating
questions, is a vital skill in teaching.

Types of Questions
a. Recall or Lower Order: Cognitive questions
b. Higher Order: Cognitive questions or thought questions which are not answerable from
memory. They require going from factual answer to the realm of thinking.
c. Probing Questions: These are questions based on student's earlier response with a view
to enlisting more information.
d. Divergent questions: These types of questions describe situations that are complex and
requiring various alternatives. The student is to select and defend his choice. Divergent
questions therefore require original creative thought. Hence they are also referred to as
creative questions. They call for creativity and originality rather than copying. They are
often open-ended questions, with not only one way of solution.

Purpose and Functions of Question

a. To test and evaluate the children's preparation for the lesson
b. To arouse interest and motivate pupils to participate actively in the lesson
c. To find out pupils strength and weakness
d. To help pupils to understand the problems or topic being discussed
e. To stimulates pupils to seek additional information on their own
f. To review the past lesson and test whether the pupils still remember
g. It enables the teacher to find out individual differences among the pupils
h. It holds the attention of the pupils during the lesson
i. It is a means of evaluating the lesson towards the end of the period

How to Ask Questions

a. Questions should be based on the objectives of the lesson
b. It should be based on the thorough understanding of eh pupils.
c. It should be clear enough so that the pupils will understand.
d. It should be as short as possible
e. The major questions to be asked should be planned in advance.
f. Question should be asked in logical sequence.
g. Questions should be asked once. This will make pupils to pay attention if they know that
you will not repeat it.
h. Question if should be directed to the whole class and not to individuals.
i. Sufficient time should be given to pupils to think before you call on one of them to
answer.

G. A. AYUA, Page 6
Workshop Paper, 7th September, 2017

j. Volunteers and non-volunteers should be called upon to answer question

k. There should be even distribution of questions.

Reacting to Answer from Pupils

a. Do not repeat the answer; only let the pupils known the correct one.
b. Partially correct answers should be indicated and the pupils should be made to known
what is wrong with it.
c. Incorrect answers should be indicated but not as to discourage the pupils that answered.
d. Always discourage chorus answers unless where the teacher demands for it that way.

Recognizing and Obtaining Attending Behaviours

Sensitivity to the classroom behaviour of students is by itself a teaching strategy. Effective
teaching, through visual cues, quickly noting indications of interest or boredom, comprehension
or bewilderment, and acting accordingly is a sign of teaching effectiveness. In other words, the
lesson/teacher should not be oblivious to the classroom behaviour of the students. Facial
expressions, directions of the eyes, the tilting of the head, nodding, wagging and bodily posture,
are some common recurrent ones which make it possible for the teacher to evaluate his classroom
performance according to the students’ reactions. The teacher, being aware of these, can then
changes his pace, varying the activity, introduce new teaching strategies as necessary.

Providing Feedback
Feedback process includes provision of knowledge of results, questioning, visual aids,
information assessment of performance, etc. these are immediate sources of feedback. Feedback
helps the teacher to modify the lessons accordingly.

Closure, Rounding off

Evaluation occurs again as the last process in teaching. It is not just how well the student has
done, which is determined through examinations, but also how well did the teacher do, and even
how well was the system designed and operated. Thus evaluation implies evaluating the students,
the lesson/teacher and the institution. Hence we say in education that if the student has not learnt
then the teacher has
THINGS TO AVOID WHILE TEACHING
Pit falls of teaching refers to most of the things teachers do or manifest that in-turn prevent or
hinder effective transmitting of knowledge to learners. These include:
1. Mannerism - refers to a way of behaving that is typical of a particular person. It could be
the use of a style in art that does not look natural. They include: Unnecessary
gesticulations over dressing, Under dressing, Indecent dressing, Throwing things (chalk,
key, pen...) & beating the desk or table etc. while talking, Using words being found of
clauses or phrases like: you know, you see, em... Okay, now and imagine etc.
2. Backing the class and speaking while writing on the board.
3. Unnecessary or over scolding - when you are too authoritative and a perfectionist. Such
that almost everything children do up set you. You will create an atmosphere of fear to
children and they cannot learn effectively.
4. Favouritism and partiality - strive to be fair and egalitarian in your dealing with learners.
5. Lateness-you told child to be punctual; so be punctual yourself.
6. Unnecessary repetition - this happen mostly in cases where there is ill or no preparation
for lesson.
7. Unnecessary pauses ill prepare usually his cause because the teacher did not know what to
say next.
8. Transfer of aggression

G. A. AYUA, Page 7
Workshop Paper, 7th September, 2017

9. Sending of pupils to the head teacher or principal for all kinds of punishment. It is a clear
indication of teacher's inability to manage or control his class and inculcate discipline.
10. Being too close to students - this may affect discipline, in because familiarity may breed
contempt. To some teachers it becomes hard for them to punish such children.
11. Failing to mark assignments - when this happen you home work will no longer interest
students. Why? Because, will he check or mark it? So say the students.
12. Promising and failing - Thus promising children that you will find answer to their
question and failing to do it. The children will simply classify you as "non-academic
teacher" because it is a clear indication of lack of competence in your subject etc.

COLUSION
Having discussed the complexity of teaching, discovered the vitality of planning for teaching,
using suitable strategies and shunning things we need to avoid for the sake of reaching
educational objectives for the all-round development of the learners; it is evidently clear that the
teacher who fails to plan for teaching has simply plan to cheat the students, the employers, the
parents and the society at large.

References
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introduction to general methods and principles of teaching (P 101 - 107). Makurdi:
Aboki Publishers.

Adzemba, P. S. (2008). Pre-primary school teaching methods (II).Unpublished manuscript,

Benue State University. Makurdi

Akinwumi, F. S. (2007).Training and retraining of teachers: A sine-qua-non for teacher

education in Nigeria. A paper delivered at the 1st international Conference on Teacher
Education, University of Lagos, Nigeria.

Ayua, G. A. (2009, September). Teachers: Processors of potentials. A lecture delivered on

the occasion of orientation and refresher workshop for teachers of Happy Home
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Ayua, G. A. (2012a). Assessment of Makurdi serving teachers’ expectations on what is an

effective primary science teacher education programme. Journal of Research in
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Gyuse, E. Y. & Nande, (2006).Lesson plan format for teaching practice students.
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Ikeobi, I., Asim, A., M., Uyenne, M., Adeniyi, O., Bandele, F. O., Wasagu, M., Eyetsemitan,
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University Press Pic.

National Teachers' Institute (NTI). (2000). NCE/DLS course book on education, cycle 1,
module 9-12. Kaduna: Author.

Oyetunde, T. O. (2002).Curriculum implementation at the classroom level.In T. O. Oyetunde

& C. Piwuna (Eds), Curriculum & instruction: Insights& strategies for effective
teaching (PP 26 -45). Jos: LECAP Publishers.

Shukla, R. (2007). Dictionary of Education .New Dehi: A.P.H. Publishing Corporation.

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Soga, O. (2000). Education. Unpublished manuscript, National Teachers' Institute, Keffi

(study centre). Nasarawa State.

Ukeje, B.O. (2002, September). Teachers and Teaching. A lecture delivered on the occasion
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